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1hls secLlon glves a shorL overvlew of some of Lhe research Lhlnklng abouL onllne
communlcaLlon and learnlng, whlch form Lhe basls of Lhe e1wlnnlng Learnlng evenLs and
Cnllne Semlnars.
lL ls lmporLanL aL Lhls polnL Lo make a dlfferenLlaLlon beLween Lerms, whlch wlll be used ln
Lhls documenL. 1he Lerm oolloe ttololoq" was used. Powever, as Lhls con[ures up a very
speclflc plcLure of Lralnlng ln a narrow sense, lL ls proposed Lo subsLlLuLe lL wlLh Lhe Lerm
oolloe leotoloq". ln Lhe llLeraLure ln Lhls fleld, many deflnlLlons of onllne learnlng exlsL
reflecLlng Lhe wlde range of pracLlce and assoclaLed Lechnologles. Carllner (1999) deflnes
onllne learnlng as 'educaLlonal maLerlal LhaL ls presenLed on a compuLer'. khan (1997)
deflnes onllne lnsLrucLlon as 'an lnnovaLlve approach for dellverlng lnsLrucLlon Lo a remoLe
audlence, uslng Lhe Web as Lhe medlum'. ln hls arLlcle loooJotloos of Jocotloool-1beoty
fot Oolloe leotoloq, Mohamed Ally sLaLes LhaL 'onllne learnlng lnvolves more Lhan [usL Lhe
presenLaLlon and dellvery of Lhe maLerlals uslng Lhe Web: Lhe learner and Lhe learnlng
process should be Lhe focus of onllne learnlng.' Pe offers hls own deflnlLlon of onllne
learnlng as
'1he use of Lhe lnLerneL Lo access learnlng maLerlals, Lo lnLeracL wlLh Lhe conLenL,
lnsLrucLor, and oLher learners, and Lo obLaln supporL durlng Lhe learnlng process, ln order
Lo acqulre knowledge, Lo consLrucL personal meanlng, and Lo grow from Lhe learnlng
experlence.'
1he popular model of onllne learnlng developed over Lhe lasL Len years or so, has been
hlghly organlsed, course-based, and ln a very sLrucLured Learnlng ManagemenL SysLem
(LMS), where Lhe LuLor has LoLal conLrol over whaL Lhe learner has access Lo and guldes Lhe
process of learnlng ln a sLep-by-sLep procedure. ln hls paper 'coooectlvlsm. A leotoloq
1beoty fot tbe ulqltol Aqe, Ceorge Slemens sLaLes LhaL Lhe learnlng Lheorles of
8ehavlourlsm, CognlLlvlsm, and ConsLrucLlvlsm have domlnaLed Lhe creaLlon of learnlng
envlronmenLs, wlLh some of Lhese Lheorles predaLlng Lhe advenL of Lechnology lnLo Lhe

eTwinning Central Support Service, European Schoolnet, 61 rue de Treves, B1040 Brussels
2014
$
learnlng arena. Powever, of Lhe Lhree, ConsLrucLlvlsm, wlLh lLs developmenL of Soclal
ConsLrucLlvlsm, has mosLly domlnaLed Lhlnklng ln Lhe use of Lhe lnLerneL as a learnlng
resource. Slemens goes on Lo say LhaL

'Learnlng Lheorles are concerned wlLh Lhe acLual process of learnlng, noL wlLh Lhe value of
whaL ls belng learned. ln a neLworked world, Lhe very manner of lnformaLlon LhaL we
acqulre ls worLh explorlng. 1he need Lo evaluaLe Lhe worLhlness of learnlng someLhlng ls a
meLa-sklll LhaL ls applled before learnlng lLself beglns. When knowledge ls sub[ecL Lo
pauclLy, Lhe process of assesslng worLhlness ls assumed Lo be lnLrlnslc Lo learnlng. When
knowledge ls abundanL, Lhe rapld evaluaLlon of knowledge ls lmporLanL.'

Slemens also proposes an alLernaLe Lheory, whlch ls based on an lnLegraLlon of Lheorles
from several sources lncludlng sclenLlflc chaos Lheory, Lheorles of neLworks and complexlLy
and Lheorles of self-organlsaLlon. Slemens deflnes Lhe maln prlnclples of connecLlvlsm as:

* Learnlng and knowledge resLs ln dlverslLy of oplnlons
* Learnlng ls a process of connecLlng speclallzed nodes or lnformaLlon sources
* Learnlng may reslde ln non-human appllances
* CapaclLy Lo know more ls more crlLlcal Lhan whaL ls currenLly known
* nurLurlng and malnLalnlng connecLlons ls needed Lo faclllLaLe conLlnual learnlng
* AblllLy Lo see connecLlons beLween flelds, ldeas, and concepLs ls a core sklll
* Currency (accuraLe, up-Lo-daLe knowledge) ls Lhe lnLenL of all connecLlvlsL-learnlng
acLlvlLles
* ueclslon-maklng ls lLself a learnlng process


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2014
%
lf we accepL Lhls vlew Lhen our approach Lo whaL ls accepLable as onllne learnlng beglns Lo
move from Lhe LMS model Lo someLhlng more flexlble and fluld, ln whlch Lhe soclal
lnLeracLlon of Lhe learner wlLh oLher learners ls [usL as lmporLanL Lo Lhe learnlng process as
Lhe consumpLlon of knowledge. 1he gap beLween experL and novlce ls belng slowly eroded
ln Lhls neLworked model of learnlng, and lL may be sald LhaL lL ls ln Lhe sharlng of
experlences LhaL Lhe expanslon of knowledge Lakes place. As Cannon-Leary and lonLalnha
sLaLe, 'Among a group of people wlLh a common lnLeresL ln a Loplc, Lhere ls no naLural
hlerarchy excepL Lhe one LhaL evolves from parLlclpaLlon and 'naLural' experLs can emerge.'
. 23

ln Lhe currenL slLuaLlon, aLLlLudes Lowards web-based learnlng have changed dramaLlcally
wlLh Lhe advenL of lnLeracLlve Lools permlLLlng Lhe learner Lo change from a passlve
recelver of knowledge Lo an acLlve conLrlbuLor, by uslng Lools such as wlkls, blogs, soclal
Lagglng, podcasLs,, as well as soclal neLworklng Lools whlch are conLlnulng Lo develop.1hese
Lools have enabled Lhe move Lowards a personallsed space where Lhe learner can choose
among a varleLy of Lools Lo access lnformaLlon, lnLeracL wlLh oLhers and publlsh Lhelr own
reacLlons and oplnlons.

ln Lhelr paper, Oo tbe woy towotJs letsoool leotoloq ovltoomeots. 5eveo ctoclol ospects,
SchafferL and Pllzensauer ouLllne seven aspecLs of change ln learnlng acLlvlLy when Lhe
learner has a freer and more self-regulaLed onllne space ln whlch Lo learn.

1hese are,
1. 1he role of Lhe learner as acLlve, self-dlrecLed creaLors of conLenL
2. ersonallsaLlon wlLh Lhe supporL and daLa of communlLy members
3. Learnlng conLenL as an lnflnlLe bazaar"
4. 1he blg role of soclal lnvolvemenL
3. 1he ownershlp of learner's daLa
6. 1he meanlng of self-organlsed learnlng for Lhe culLure of educaLlonal lnsLlLuLlons
and organlsaLlons
7. 1echnologlcal aspecLs of uslng soclal sofLware Lools and aggregaLlon of mulLlple
sources.

eTwinning Central Support Service, European Schoolnet, 61 rue de Treves, B1040 Brussels
2014
&

WhaL lnLeresLs us here ln parLlcular, are number Lhree, where learnlng conLenL ls
descrlbed as an lnflnlLe 'bazaar' whlch ls produced by Lhe parLlclpanLs lnvolved ln a
CommunlLy of racLlce, or ln some oLher Lype of onllne learnlng experlence, and number
four, Lhe role of soclal lnvolvemenL. lL ls wlLh Lhese concepLs ln mlnd LhaL we have
approached Lhe quesLlon of provldlng some onllne learnlng experlences for e1wlnnlng
Leachers, aL cenLral level. 1he approach we Lake ls Lo provlde wlLhln Lhe e1wlnnlng
plaLform a Learnlng Space called a ' Learnlng Lab'. WlLhln Lhls space, Lhe lnlLlal learnlng
experlence offered wlll be whaL ls Lermed as a ' Learnlng LvenL', deslgned Lo sLlmulaLe
Lhlnklng, lnLeracLlon and reacLlon on Lhe parL of Lhe parLlclpanLs, and produce furLher
acLlvlLles and resources. ln adopLlng Lhls approach, Lhe onllne learnlng offer aL cenLral
level, wlll noL cuL across or repeaL whaL ls avallable aL naLlonal level, nor wlll lL be
deslgned Lo demand long Lerm commlLmenL on Lhe parL of Leachers.

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1he ldea of a Learnlng LvenL ls LhaL lL ls a shorL lnLense course LhaL offers Lhe parLlclpanL an
lnLroducLlon Lo a Loplc, sLlmulaLes Lhelr ldeas, helps develop your skllls and does noL
requlre a long-Lerm commlLmenL ln Lerms of Lhelr Llme. lL ls also deslgned Lo be an
en[oyable learnlng experlence. 1he model used ls seL ouL ln Lhe followlng dlagram:



1he parLlclpanLs are welcomed as a group by an onllne experL (who ls supporLed by Lhe
Learnlng Lab coordlnaLor) who lnlLlaLes Lhem lnLo Lhe conLenL of Lhe Loplc. Lach evenL wlll
also have a speclflc moderaLor, who wlll work closely wlLh Lhe experL Lo ensure maxlmum
supporL of and response Lo Lhe parLlclpanLs. 1he maLerlals may be presenLed ln a
mulLlmedla ways, lncludlng, audlo, vldeo, podcasL, LexL eLc.

1he evenL wlll lnclude lnLeracLlon ln boLh synchronous and asynchronous Llme. 1he

eTwinning Central Support Service, European Schoolnet, 61 rue de Treves, B1040 Brussels
2014
'
synchronous Llme can Lake Lhe form of a quesLlon and answer sesslon, wlLh Lhe experL
uslng chaL or onllne conferenclng Lools. A serles of acLlvlLles Lo be carrled ouL by Lhe
parLlclpanLs wlll be proposed and Lhe ouLcomes can be posLed onllne or dlscussed wlLhln
Lhe evenL forum/blog.

All Lhe evenLs Lake place ln Lhe e1wlnnlng Learnlng Lab hLLp://learnlnglab.eLwlnnlng.neL
and lL ls ln Lhls space where you wlll flnd dlfferenL Learnlng LvenLs on dlfferenL Loplcs.

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1he person dellverlng Lhe LvenL usually dlvldes Lhe Loplc lnLo asslgnmenLs provldlng
background lnformaLlon, llnks, vldeos eLc Lo lllusLraLe Lhe Loplc. Lach asslgnmenL wlll lasL 2
Lo 3 days and Lhe parLlclpanLs carry ouL Lhe work ln Lhelr own Llme. lf a parLlclpanL wlshes
Lo do all Lhe asslgnmenLs seL by Lhe experL, Lhey wlll recelve a cerLlflcaLe of parLlclpaLlon
sLaLlng Lhe number of hours Lhe experL esLlmaLes lL Lakes Lo flnlsh Lhe asslgned Lasks.

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1he Lhemes are very varled, for example Lhere have been number of pracLlcal course ln
Loplcs such as odcasLlng and uslng medla, as well as many course almed aL successfully
worklng on a pro[ecL, uslng Lhe Lools of Web 2.0, undersLandlng how Poward Cardner's
Lheory on MulLlple lnLelllgences can lnfluence a Leacher's work eLc.


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1he moderaLors of Lhe Learnlng LvenLs are usually Leachers, experLs ln Lhelr own fleld and
some have been lnvolved ln Leacher Lralnlng before. 1hey are also flexlble and Lry Lo make
Lhelr evenL noL only a rlch experlence for Lhe parLlclpanLs buL also an en[oyable one.


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lf you wlsh Lo parLlclpaLe ln an e1wlnnlng Learnlng LvenL, keep waLchlng your deskLop for
Lhe appllcaLlon noLlce and apply lmmedlaLely as Lhe demand ls hlgh. 1he sLeps ln Lhe
process are ouLllne ln deLall ln Lhe nexL secLlon.


eTwinning Central Support Service, European Schoolnet, 61 rue de Treves, B1040 Brussels
2014
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lf you have goL a place and you can'L do Lhe course for whaLever reason, please leL Lhe
coordlnaLor know so your place can be allocaLed Lo someone else. 8emember LhaL you
logln deLalls for Lhe Learnlng Lab are dlfferenL Lo your maln e1wlnnlng logln.



eTwinning Central Support Service, European Schoolnet, 61 rue de Treves, B1040 Brussels
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eTwinning Central Support Service, European Schoolnet, 61 rue de Treves, B1040 Brussels
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P'('%')7'&8

Anderson t & Elloumi F (editors) (2004) Theory and Practice of Online Learning
Athabasca University,
ISBN: 0-919737-59-5

Carliner, S. (1999). Overview of online learning. Amherst, MA: Human Resource
Development Press.

Gannon Leary P & Fontainha E ( 2008) Communities of Practice and virtual learning
communities:benefits, barriers and success factors. eLearning Papers Special edition
2008
Available at www. elearningpapers.eu


Khan, B. (1997). Web-based instruction: What is it and why is it?In B. H. Khan (Ed.), Web-
based instruction (pp. 5-18).
Englewood Cliffs, NJ: Educational Technology Publications.

Schaffert S & Hilzengauer W. (2008) On the way towards Personal Learning
Environments: Seven crucial aspects,
Available at
http://www.elearningpapers.eu/index.php?page=doc&doc_id=11938&doclng=6

Siemens George (2004) Connectivism:A Learning Theory for the Digital Age
Available at : http://www.elearnspace.org/Articles/connectivism.htm